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General Population 20062007200820092010 Four-Year Rate68.3%69.5%70.3%71.8%74.2% SWDs Four-Year Rate50.0%49.4%56.6%56.8%57.6% Graduation Trend Data 20062007200820092010 General Population 5.04%5.24%4.97%4.27%Not Available SWDs9.21%7.79%8.0%5.2%Not Available Dropout Trend Data How Are We Doing?

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Whats New Large Increase in Co-Teaching and Inclusive Classrooms (HQ and NCLB Requirements) New Standards (Essential and Common Core) New Accountability Model New Teacher Evaluation Method Increased Use of Technology New More Rigorous Occupational Course of Study and Extended Standards

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RtI Secondary Pilot Project March 2011-2013 Three sites – Asheville City Schools Randolph Learning Center Asheville Middle School – Cabarrus County Schools Jay Robinson High School Winkler Middle School – Johnston County Schools South Johnston High School Benson Middle School

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The Occupational Course of Study (OCS) assessments did not meet approval through the peer review process because the OCS curriculum had different academic content standards than the general curriculum for the assessments used for adequate yearly progress (AYP) purposes.

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10 Problem: North Carolina and the Federal Government had different ways of modifying and accommodating for the 2% population who are most typically in the FR-OCS in NC. Can be Different from General Cannot be Different from General

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Solution: Move up the timeline for FR-OCS students to be taught the new Common Core/Essential Standards with crosswalks to the NC Standard Course of Study for the assessed subjects Require FR-OCS students to take certain End-of Course (EOC) assessments in English I (along with the Grade 10 Writing assessment), Algebra I and Biology until new NCEXTEND II assessments are developed Allow the FR-OCS students scores from a combination of the English I EOC assessment and the Grade 10 Writing assessment, Algebra I, and Biology to be included in AYP Waive 25% requirement in SBE Policy (GCS-C-003) Eliminate the current OCS NCEXTEND II assessments from the statewide testing program and ABCs accountability program (GCS-C-020). Create new EXTEND II assessments to be used by students participating in the FR-OCS and other students with disabilities

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Future-Ready OCS English I-IV Sequence English III English IV English II English I to be closely aligned to Common Core English II to be aligned exactly to Common Core English III and English IV extended from Common Core (more applied) All classes require a HQ Teacher of English English I Settings General Education Co-Teaching Class Exceptional Children Co-Teaching Class OCS/NCVPS Co-Teaching Class Exceptional Children Class w/dually certified EC teacher

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Models of Implementation: Co-Teaching Special Education Classroom Familiar environment for students Requires lots of collaborative planning and professional development Requires shared teaching responsibilities Requires use of differentiated instruction and Principles of Universal Design (UDL) Requires fewer outside classroom support structures due to smaller class size and more flexible pacing Can be difficult to maintain class rigor and pace

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Models of Implementation: Dually Certified EC Teacher Provides Instruction Familiar environment for students EC teacher may not be comfortable teaching certain content areas or units due to lack of familiarity with curriculum reforms in subject area Requires use of labs or materials not typically available in EC classrooms Requires use of differentiated instruction and Principles of Universal Design (UDL) Requires fewer outside classroom support structures due to smaller class size and more flexible pacing Can be difficult to maintain class rigor and pace